1. Proactive Assessments

2. Academic At-Risk Reports
These reports may be used to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones. At Risk reports for EOG and EOC subj. include students with a 0-70% probability of scoring in the level 3 range. The range for writing in 0-80%.
The reports are presented in 3 categories:
AYP AT Risk- at risk for not meeting the academic indicators for AYP. EOG M & R grades 4-8. EOC Alg. I and Eng. I. For EOG tests students w/at least 3 prior data points (or test scores) will have projections in M & R in the next grade. These scores are not content specific. Projections for Alg. I and Eng. I may be made as early as 6th grade with sufficient data.
Graduation at Risk-reports for students as risk for not making a level 3 on EOC subjs. Like Alg. 2, Chem., Geom. Phys. Sci, and Pysics. Students that have taken these tests buut have not scored at least level 3 will still have projections to these subjects.
Under Reports – Click Academic At Risk Reports
These are reports that you will want to spend some time really pouring through.

3. Academic At-Risk Reports 3 Categories
AYP at Risk- at risk for not meeting the academic indicators for AYP
Graduation at Risk-reports for students at risk for not making a Level III on EOC subjects required for graduation
Other at Risk-reports for students at risk for not making Level III on other EOC subjects
Same report

4. Academic at Risk Reports Be Proactive Use these reports to determine local policy for providing targeted intervention and support to students who are at risk for not meeting future academic milestones.
for EOG and EOC subjects include students with a 0-70% probability of scoring in the Level III range or 0-80% for writing

5. Making Data Driven Decisions
2% of achieving a level 3 on EOC in Alg. I
EVAAS can show growth so teachers may want to take on this child to show some on this child to show some serious growth.
Have programs in place show great growth for the students. EVERY Kid matters measuring growth not proficiency.
Talk about the “clickables” and ways to disaggregate this data: students are listed alpha. w/demographic and other info. You can sort the report by clicking on the underlined column heading. A key to each column headings appears below the report. To see a student report, click on the students name.
All students in the report have a 0-70% probability of scoring level 3 in the subject you have chosen (0-80% writing) assuming they have the avg. schooling experience in NC.
These students will need support and intervention to provide them with a better than average schooling experience if they are to be successful. Consider different stratege
Talk about the defaults

6. What Are Projections?

7. What Are Projections Anyway?
Given a specific set of circumstances…
…what’s the most likely outcome?

8. What Are Projections Anyway?
Given this student’s testing history, across subjects…
…what is the student likely to score on an upcoming test, assuming the student has the average schooling experience?

9. EVAAS Projections What are they based on?
Expectations based on what we know
About this student and other students who have already taken this test
Prior test scores (EOC/EOG), across subjects
Their scores on the test we’re projecting to

10. What’s the Value of the Projections?
Projections are NOT about predicting the future.
They ARE about assessing students’ academic needs TODAY.
Although projections indicate how a student will likely perform on a future test, their real value lies in how they can inform educators today. By incorporating the projections into their regular planning, teachers, administrators, and guidance counselors can make better decisions about how to meet each student’s academic needs now.
Copyright © 2010, SAS Institute Inc. All rights reserved.

11. Assessing Students’ Needs
What are this student’s chances for success?
What goals should we have for this student this year?
What goals should we have for this student in future years?
What can I do to help this student get there?
When assessing students’ academic needs, educators will want to keep these key questions in mind.
Copyright © 2010, SAS Institute Inc. All rights reserved.

12. Using Projections to Take Action
Identify students
Assess the level of risk
Plan schedules
Identify high-achievers
Assess the opportunities
Inform
Identify students who need to participate in an academic intervention
Assess the level of risk for students who may not reach the Proficient mark
Plan schedules and resources to ensure that you can meet students’ needs
Identify high-achievers who will need additional challenges
Assess the opportunities for high-achieving students who are at risk of not reaching Advanced
Inform course placement decisions

13. Making Data Driven Decisions
Have participants access their academic at risk report. Select a grade level and subject to view achievement probability.
These students will need support and intervention to provide them with a better than average schooling experience if they are to be successful. Consider different strategies
Talk about the defaults

14. Data Mining
Data mining is sometimes referred to as data or knowledge discovery.
Have participants access their academic at risk report. Select a grade level and subject to view achievement probability. Answer the following questions based on your data.

15. Reflection + Projection = TODAY

16. Student Project Report
Red dot: Student's testing history. Roll over a dot to see the school and district in which the student was tested.
Yellow box: Student's Projected State Percentile, assuming average progress.
Performance Level Indicators: Cut score required to be successful at different performance levels, expressed in State Percentiles. See the key below the graph.

17. Student Project Report
Reading left to right, Student's projected State Percentile for the chosen test.
Probability for success at different performance levels.

18. Student Project Report
The table shows the student's testing history, across gradesin State NCEs (EOG Math and Reading) or scale score points (all other tests)..
For EOC tests, the season in which the test was administered, Fall (F), Spring (Sp), or Summer (Su), is indicated. The year of the test refers to the school year to which the test is attributed. For example, EOC tests administered in the summer and fall of 2010 will be labeled 2011 because they are attributed to the school year.
3rd grade pretests are considered to measure 2nd grade achievement and are therefore attributed to the previous school year and labeled (2) for 2nd grade.

19. Thinking of the State Distribution by QUINTILES
each student’s achievement quintile based on his/her Projected State Percentile

20. Note the Student’s Projected QUINTILE
Notice where each student profiles in the state distribution. That is, identify each student’s achievement quintile based on his/her Projected State Percentile.

21. Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction
Entering Achievement
Use this report to identify past patterns or trends of progress among students expected to score at different achievement levels

22. Reflecting on Past Effectiveness to Plan for Differentiating Student Instruction
QUINTILE 2
Past Effectiveness
Entering Achievement
How effective was your school with the lowest two quintiles?

23. Academic Preparedness Report

24. Academic Preparedness Report
Activity: Use the Bridge to Differentiated Instruction Document
This report shows the probability that students within a grade will score at or above Level III on future tests. The table shows the number and percentage of students in each of three probability groups, as well as the number and percentage of students who have already passed the test with a Level III or higher and those with insufficient data for a projection.
Green: Students whose probability of proficiency on the chosen test is greater than or equal to 70%
Yellow: Students whose probability of proficiency on the chosen test is between 40% and 70%
Light Red: Students whose probability of proficiency on the chosen test is less than or equal to 40%
Blue: Students who have already passed the test with a Level III or higher.
White: Students who do not have a projection, due to lack of sufficient data.

25. Custom Student Report
Have participants visit wiki to download step by step instructions.

26. Custom Student Report HANDOUT
Post directions on the EVAAS Wiki
Copyright © 2010, SAS Institute Inc. All rights reserved.

27. Questions?